A Note on the Scandals: The Role of Filmic Fantasy in Reproducing Teaching and its Transgressions

Stillwaggon, James; Jelinek, David

doi:10.1007/978-94-017-7191-7_7

Cited by 2 publications

(1 citation statement)

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“…For instance, representations of the learning process and the purposes of higher education in films have been the topic of study before (Benton, 2013;Gregory, 2007;Vandermeersche, Soetaert, & Rutten, 2013). Similarly, common patterns and implications of representations of teachers and students are a frequent topic of analysis (García, 2015;Gregory, 2007;Leuschner, 2006;Stillwagon & Jelinek, 2015). Our work builds on this existing scholarship by addressing the representational patterns present within a single year, giving detailed insight into how narratives of higher education are framed at one historical moment.…”

Section: Methodsmentioning

confidence: 96%

Public pedagogy and representations of higher education in popular film: New ground for the scholarship of teaching and learning.

Johnstone

Marquis

2018

TLI

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Constructions of teaching, learning, and the university within popular culture can exert an important influence on public understandings of higher education, including those held by faculty and students. As such, they constitute a rich site of inquiry for the scholarship of teaching and learning. Drawing on the notion of film as 'public pedagogy,' this article analyses representations of higher education within 11 top grossing and/or critically acclaimed films released in 2014. We identify three broad themes across these texts-the purpose of higher education, relationships between students and professors, and the creation of academic identities-and consider the implications and functions of these representational patterns for teaching, learning, and SoTL. Particular attention is given to the difference between the framing of science and arts and humanities disciplines, and to how this might resonate with the contemporary 'crisis of the humanities.'

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